A study examined leadership training programs for college students. The study used a theoretical model of organizational effectiveness and leadership, developed by Robert Quinn (1988), which was adapted and applied to student leadership programs. A version of Quinn's Competing Values Self Assessment instrument was used to measure university student leaders on eight leadership roles. Subjects, 76 student leaders, answered a questionnaire for a 25% response rate. Overall results of the study indicated that: (1) student leaders saw themselves most often as mentors to others within their organization or club and least often as brokers to individuals outside their immediate unit; and (2) position of leadership, type of organization or club, student classification, and gender produced significant differences in the leadership roles performed. Recommendations include: student development specialists should provide training in areas where student leaders express self-perceived leadership role deficiencies; student leaders need additional opportunities to perform the broker leadership role, specifically to interact with university administrators; and a program should be created which allows seniors to peer-educate underclassmen. Future research should investigate not only how leaders presently see themselves performing leadership roles, but also whether they think they should perform these roles. (Contains 1 figure, 6 tables of data, references, and the survey instrument.) (CR)